| Learning Outcome Assessment Record | PROGRAM CORE | FIELD PRACTICUM | |||||||||||||||||||||||||||||
| Human Services Degree
REQUIREMENTS |
ENG 101 | COM
101 OR COM 125 |
LITERATURE OR PHIL |
HUM ELECTIVE (ART 113 OR 114 RECOMMENDED) |
MATH 121 | BIO 115 | PLSC 111 | 6
CREDITS SSCI ELECTIVE (HIST 101 AND NON-WEST CULTURE RECOMMENDED) |
CSC
101 (OR HIGHER WITH PERMISSION |
OPEN ELECTIVE |
ANTH 105 |
PSY 101 |
SOC 101 |
SOC 210 |
SOC 255 |
SSCI 105 |
SSCI
110 |
SSCI 240 |
SSCI 241 |
TERM
PAPER REQUIREMENT |
OTHER | ||||||||||
| OUTCOMES | |||||||||||||||||||||||||||||||
| Competently and effectively produce, interpret, question, and analyze written text, oral messages, and multi-media presentations to satisfy a variety of contexts and needs. | A | N | ANS | C | D | HINQS | DCI | QRS | |||||||||||||||||||||||
| Apply mathematical concepts and skills to interpret, understand and communicate quantitative data. | D | IQ | DEIQRS | DEIQRS | DEIQRS | ||||||||||||||||||||||||||
| Apply logical, critical, ethical, and creative processes and information to identify problems, evaluate alternative solutions, and make decisions. | A | AN | C | D | D | IQS | DGIK MNQRS |
DGIK MNQRS |
DGIK MNQRS |
DFGIK MNQRS |
DGIK MNQRS |
DGIK MNQRS |
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| Effectively search for and obtain appropriate information, through both traditional and electronic media, and evaluate alternative solutions, and make decisions. | R | S | D | IN | DINQS | EIK NQRS |
EIK NQRS |
EIK NQRS |
EIK NQRS |
EIK NQRS |
EFIKM NQRS |
EFIKM NQRS |
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| Demonstrate an understanding and appropriate application of computer technology. | DHIQ | ||||||||||||||||||||||||||||||
| Appropriately integrate and apply the fundamental principles and methods of scientific inquiry, social sciences, and arts and humanities. | D | EGS | DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEFIK MNQRS |
DEFIK MNQRS |
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| Demonstrate effective use of individual and team workplace skills. | I | I | M | ADIN | DIQ | IKNS | IKNS | IKNS | IKNS | IKNS | IKNS | IKNS | FIKMNS | FIKMNS | |||||||||||||||||
| Recognize and appreciate the diversity of human behaviors and cultures as they relate to individual development and group interaction, including key issues of age, class, disability, ethnicity, gender, race, religion, and sexual orientation. | ANSU | I | DIN | ADIN | DEIKNS | DEIKNS | DEIKNS | DEIKNS | DEIKNS | DEIKNS | DEIKNS | DEFIKMNS | DEFIKMNS | ||||||||||||||||||
| Identify and evaluate ethical issues and conflicts, contribute to the community and society, and recognize the responsibility of the individual in a democracy. | AI | I | AIN | ADIN | NQRS | NQRS | NQRS | NQRS | NQRS | NQRS | NQRS | FMNQRS | FMNQRS | ||||||||||||||||||
| Relate an understanding of human development and behavior in the social environment. | D | DEGS | ADIN | DIMRS | DIMRS | DIMRS | DIMRS | DIMRS | DIMRS | DIMRS | DFIMRS | DFIMRS | |||||||||||||||||||
| Demonstrate knowledge of key theories directing human services intervention including systems/ecological, psychoanalytical, cognitive, behavioral, and person-centered. | ADIN | DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
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| Integrate understanding of the history of human services and current trends. | ADIN | DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
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| Define the typical social conditions leading to human services interventions such as addictions, aging, crime, disability, family relations, mental illness/retardation, and poverty. | ADIN | DEIM NQRS |
DEIM NQRS |
DEIM NQRS |
DEIM NQRS |
DEIM NQRS |
DEIM NQRS |
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| Understand gender/culture/race/religious/sexual orientation/age and other prejudices and their impact on human behavior and potential. | D | INSU | D | AIN | ADIN | DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
DEIK NQRS |
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| Recognize the significance of culture on human behavior. | D | ASU | D | ADIN | DIKM NQRS |
DIKM NQRS |
DIKM NQRS |
DIKM NQRS |
DIKM NQRS |
DIKM NQRS |
DIKM NQRS |
DIKM NQRS |
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| Demonstrate knowledge of access to community resources as well as funding considerations. | AIN | DIQRS | DIQRS | DIQRS | DIQRS | ||||||||||||||||||||||||||
| Exemplify competence as skilled entry level providers in the field of human services. | FM | FM | FM | ||||||||||||||||||||||||||||
| Show an understanding of and commitment to ethical practice and the values of human services professionals. | ANU | D | FM | FM | FM | FM | |||||||||||||||||||||||||
| Indicate knowledge about and commitment to systems change and the rights of people to receive services. | AIN | DEFIK MNQRS |
DEFIK MNQRS |
DEFIK MNQRS |
DEFIK MNQRS |
DEFIK MNQRS |
DEFIK MNQRS |
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| Advocate against all forms of discrimination and prejudice. | INSU | DIMNS | DEIK MNQRS |
DEIK MNQRS |
DEIK MNQRS |
DEIK MNQRS |
DEFIK MNQRS |
DEFIK MNQRS |
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| Demonstrate a commitment to life long learning for themselves and those whom they serve. | DEIK MNQRS |
DEIK MNQRS |
DEIK MNQRS |
DEFIK MNQRS |
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| Assessment Key=A. analytical essays/argumentative essays, B. artwork portfolios, C. case studies, D. course-embedded assessment (may include quizzes, tests, class participation/performances, debates), E. data analysis reports, F. external evaluation of student practicum, G. experiment design, H. feedback letters, I. individual and/or group projects (may include simulations), J. lab reports, K. multimedia presentations, L. non-juried art show, M. observations of student behavior, N. oral presentations, O. pre- and post-tests, P. performance on licensure examinations, Q. student work samples ( may include learning portfolios, transcribed documents), R. research essays, S. research projects, T. written portfolios, U. critique, V. competency, X. to be determined | |||||||||||||||||||||||||||||||